Introduction Protecting student learning has been a constant theme in education over the past two years. Classroom teachers rode the wave of a pandemic and through this, teacher learning has been accelerated. In this context, Tim O’Leary published his book, Classroom Vibe (2021). O’Leary’s message is as simple as it is refreshing; focus on your classroom culture. Make your decisions about learning strategies subject to the aim of creating a learning-focused atmosphere within the classroom.
ACTION RESEARCH
Classroom Vibes
Vertical Teacher Collaboration In-Action By Caroline Copeland, Lorna Faber-Mitchell, Leah Holliday, and Haley Osbourne Brent International School, Manila
At Brent International School, Manila, four teachers embarked on a professional learning journey asking the question “In what ways does student feedback leverage teacher action?”. Our group, representing a range of classes from Grade 3 to Grade 11, administered the Classroom Vibe survey. We reflected on student feedback, chose classroom interventions, and entered into a cycle of reflection and adjustment. At the end of our research period, we re-administered the Classroom Vibe survey and then moved into the phase of evaluation and recommendations. Underlying this action research were the three assumptions outlined by Aldridge and Bell (2014): that teachers are interested in improving their practice, that purposeful reflection on one’s teaching can provide a catalyst for change, and that students are worth listening to. With our heightened awareness of the importance of student well-being due to remote learning, we teamed with Classroom Vibe (2022) to gather data from our students. Our discussions throughout the research process revolved around improving student learning, yet the primary focus of our research was, “In what ways did our student’s feedback inform our instructional decisions and prompt our actions?”. To answer this question, we stepped back from the day-to-day urgency of our student’s needs and considered our own decision-making processes. After receiving the initial survey results from our students, each teacher chose an area of improvement for focus. Our interventions were implemented in our classrooms and reflected on during our group discussions. Through meeting regularly, we maintained the momentum of our research. During our discussions, we compared experiences, tapped our pedagogical knowledge and made conjectures about how best to support our students. To conclude our research, we surveyed our students a second time. We then compared the two sets of survey results, looking for changes in student perception of the classroom culture. Our final step was to stand back and analyze our own learning, considering the questions: What have we each learned? In what ways has student feedback-driven this learning? How could this collaborative process be replicated?
18 EARCOS Triannual Journal